Welcome to Knotty Oak Middle School Monday, April 9 th, 2007.
Post Oak School News 2006 2007 · Post Oak School News 2006 2007 May 18, 2007 ... and Antipholus,...
12
Post Oak School News 2006 2007 MAY 18, 2007 Errors and Initiative setting lesson and, in carrying the glasses from the cupboard to the chil- dren seated at the table, she dropped one of the glasses. LESSON IN I NITIATIVE The milk was, naturally, spilled on the rug. For a moment the little girl was perplexed, and looked around for some word of advice or for active assistance. The teacher preserved her pleasant expression and acted as if she were absolutely unconscious of the accident; she offered no help. Like a flash I saw that the little girl suddenly realized that she must depend wholly upon herself, that she must solve her own problem. As we close our celebratory Centenary year, enjoy this article from the Wed. Sept. 29, 1915 edition of The San Francisco Call and Post, translated by Ettore Patrizzi, editor of L’Italia, from Dr. Montessori’s manuscript: Among the many episodes most illustrative of the manner in which my method actually develops this priceless quality of initiative, I found one quite recently in my demonstra- tion class in the Palace of Education, at the Panama-Pacific Exposition in San Francisco. I was seated outside of the glass-en- closed school room, when I observed a little girl of probably four years of age, carrying a tray, which contained six small glasses full of milk. She was playing waitress in the table- 4600 Bissonnet • Bellaire, TX 77401 • 713-661-6688 • www.postoakschool.org Founded in 1963; accredited by the Association Montessori Internationale (AMI) and the Independent Schools Association of the Southwest (ISAS) (continued on page 12) by Dr. Maria Montessori, educator IMPORTANT DATES MAY 20 – 26 Tue. 5/22 Reception for Vivian Blum, new POS admission director 4–5 pm, Atrium Wed. 5/23 All-School assembly 10:30–11 am, Gym Middle School at Chain o’ Lakes Thu. 5/24 Middle School at Chain o’ Lakes Fri. 5/25 End of school year Early dismissal for all classes Infant: 11:30–11:45 Primary: 11:45–12:00 Lower El: 11:50–12:15 UE & MS: 12:00–12:15 Graduation 6–8 pm, Gym SUMMER Mon. 5/28 Memorial Day School closed Tu-Th. 5/29–31 Teacher in-service days Fri. 6/1 Administrative staff retreat School closed Mon. 6/4 Summer school begins Wed. 7/4 Independence Day School closed Fri. 8/3 Summer school ends THIS AND THAT Will Richardson is an adjunct professor in Seton Hall University’s Executive Ed.D. program, a member of the national advi- sory board for the George Lucas Education Foundation, and an author and presenter on the role of technology in education. Every week, my kids bring home their “Friday Folders” from school, usually packed with paper: torn-out worksheet pages, handouts from school, permission slips, tests taken, more worksheets, lunch menus, let- ters from the principal, more work- sheets, more tests, an occasional fund raiser, and yet more worksheets. Wendy and I sign our names to much of it, usually in a Monday morning blur, our kids shoving it in front of our faces saying, “Just sign it, Dad; Initiative and the Internet (continued on page 12) by Will Richardson, education blogger it’s nothing,” or something similar when we ask just what it is we’re signing. And the next week, that signed paper comes back with anoth- er flurry of worksheets and tests and quizzes and God knows what else. We’ve been collecting it, all of this Friday Folder paper, growing what’s become an enormous pile of it in the corner of our bedroom: a pile that I guess in the eyes of their school in some way represents the learning that my kids have done this year. I’m guessing we’re supposed to be proud of all of this accomplishment, this big pile of paper that my kids never, ever revisit as it sits there, growing week by week. Sometimes I look at it and see 1,000 paper airplanes. 6 th graders in Williamsburg: see pp. 10–11.
Transcript of Post Oak School News 2006 2007 · Post Oak School News 2006 2007 May 18, 2007 ... and Antipholus,...
Post Oak School News 20062007
May 18, 2007
Errors and Initiativesetting lesson and, in carrying the glasses from the cupboard to the chil-dren seated at the table, she dropped one of the glasses.
Lesson in initiative
The milk was, naturally, spilled on the rug. For a moment the little girl was perplexed, and looked around for some word of advice or for active assistance. The teacher preserved her pleasant expression and acted as if she were absolutely unconscious of the accident; she offered no help. Like a flash I saw that the little girl suddenly realized that she must depend wholly upon herself, that she must solve her own problem.
As we close our celebratory Centenary year, enjoy this article from the Wed. Sept. 29, 1915 edition of The San Francisco Call and Post, translated by Ettore Patrizzi, editor of L’Italia, from Dr. Montessori’s manuscript:
Among the many episodes most illustrative of the manner in which my method actually develops this priceless quality of initiative, I found one quite recently in my demonstra-tion class in the Palace of Education, at the Panama-Pacific Exposition in San Francisco.
I was seated outside of the glass-en-closed school room, when I observed a little girl of probably four years of age, carrying a tray, which contained six small glasses full of milk. She was playing waitress in the table-
4600 Bissonnet • Bellaire, TX 77401 • 713-661-6688 • www.postoakschool.orgFounded in 1963; accredited by the Association Montessori Internationale (AMI)and the Independent Schools Association of the Southwest (ISAS)
(continued on page 12)
by Dr. Maria Montessori, educator
I M P O R T A N T D A T E S
M A Y 2 0 – 2 6
Tue. 5/22
Reception for Vivian Blum, new POS admission director 4–5 pm, Atrium
Wed. 5/23
All-School assembly 10:30–11 am, Gym
Middle School at Chain o’ Lakes
Thu. 5/24
Middle School at Chain o’ Lakes
Fri. 5/25
End of school year
Early dismissal for all classes Infant: 11:30–11:45 Primary: 11:45–12:00 Lower El: 11:50–12:15 UE & MS: 12:00–12:15
Graduation 6–8 pm, Gym
S U M M E R
Mon. 5/28
Memorial Day School closed
Tu-Th. 5/29–31
Teacher in-service days
Fri. 6/1
Administrative staff retreat School closed
Mon. 6/4
Summer school begins
Wed. 7/4
Independence Day School closed
Fri. 8/3
Summer school ends
T H I S A N D T H A T
Will Richardson is an adjunct professor in Seton Hall University’s Executive Ed.D. program, a member of the national advi-sory board for the George Lucas Education Foundation, and an author and presenter on the role of technology in education.
Every week, my kids bring home their “Friday Folders” from school, usually packed with paper: torn-out worksheet pages, handouts from school, permission slips, tests taken, more worksheets, lunch menus, let-ters from the principal, more work-sheets, more tests, an occasional fund raiser, and yet more worksheets. Wendy and I sign our names to much of it, usually in a Monday morning blur, our kids shoving it in front of our faces saying, “Just sign it, Dad;
Initiative and the Internet
(continued on page 12)
by Will Richardson, education blogger it’s nothing,” or something similar when we ask just what it is we’re signing. And the next week, that signed paper comes back with anoth-er flurry of worksheets and tests and quizzes and God knows what else.
We’ve been collecting it, all of this Friday Folder paper, growing what’s become an enormous pile of it in the corner of our bedroom: a pile that I guess in the eyes of their school in some way represents the learning that my kids have done this year. I’m guessing we’re supposed to be proud of all of this accomplishment, this big pile of paper that my kids never, ever revisit as it sits there, growing week by week. Sometimes I look at it and see 1,000 paper airplanes.
6th graders in Williamsburg: see pp. 10–11.
THE POST OAK NEWS Friday, May 18, 2007 PAGE 2
About The Post Oak News• The Post Oak News is published weekly
while school is in session.
• It is distributed each Friday to the oldest child in your family.
• It is also available at the school’s web site: www.postoakschool.org
• The deadline for material to be considered for inclusion each week is 5 pm on the Tuesday preceding the publication day.
• Please send text or images in electronic form (email or disk) to Post Oak Director of External Affairs Joseph Lockett: [email protected]
• You may also call Joseph if you have any questions: 713-661-6688 ×149.
The first duty
of an education
is to stir up life,
but leave it free to develop.
– Maria Montessori
Post Oak Scenes: Work as Play
CENTER COLUMN: Upper Elementary students wrote a play about the Greek mathematician Pythagoras and the theorem that bears his name. Top: An angry Egyptian tries to settle a land dispute without the aid of right triangles. Bottom: Pythagoras has to deal with unruly students and slaves.
RIGHT COLUMN: Middle School stu-dents finished their study of Shakespeare’s Comedy of Errors by giving modern interpre-tations of the play’s scenes. Top: Slighted women Luciana and Adriana might have been Desperate Housewives. Bottom: Dromio and Antipholus, as bumpkin and gangster, complain about confusion in Ephesus.
Above: The Trinomial Cube: colorful puzzle or clever groundwork for multivari-able algebra? Answer: both! Below: Older students are vital to the work of multi-age Montessori classrooms, capitalizing on children’s natural tendencies to look up to and learn from each other.
THE POST OAK NEWS Friday, May 18, 2007 PAGE �
Clarke
Hacker
D. Nickerson
K. Nickerson
Middle School
Parraguirre
Patterson
E. Pinto
M. Pinto
Samede
Smith
Tracy
Wagner
Wells
Winton
Faculty / Staff
Board of Trustees
= 10% participation: any level of contribution counts!
100%10% 20% 30% 40% 50% 60% 70% 80% 90%
Post Oak Annual Fund
96%parent participation
as of 5/17/07
$175,000
$150,000
$125,000
$100,000
$75,000
$50,000
$25,000 Gift
s G
iven
to
Dat
e
97%
$5,717 to go!
= a class reaching 100% participation this week!
Please join us at a reception to welcome
our fabulous new Admission Director,
Vivian Blum
Tuesday, May 22 4 to 5 pm
in the Post Oak Atrium
Last-Day Reminder: Early Dismissal
Please remember to pick up your children at mid-day on our last day of classes, Friday, May 25. See the schedule for specific age groups in the calendar listing on the front page of this newsletter issue.
GraduationWhether you have a child in Middle School or not, feel free to attend Friday evening’s graduation cer-emony for our ten departing eighth graders. Previous attendees have remarked on the experience of hear-ing each young person sum up their Montessori experiences as they move on to new schools.
Graduation is at 6:00 pm in the gym. RSVP to the front desk, 713-661-6688.
THE POST OAK NEWS Friday, May 18, 2007 PAGE �
Testing: Is There a Correct Answer?Students recently completed the Stanford Achievement Test (SAT). As a group, students at The Post Oak School scored very well—as we are accustomed to expect.
What do the scores tell us? We al-ways receive these results with mixed feelings. These tests are largely factual and do not incorporate the higher-order thinking skills which we emphasize. So, though the tests do give us some feedback, they don’t really give us the rich and nuanced picture the teacher develops based on daily work with the child in and out of the classroom.
Furthermore, in our experience it is possible for a student not to score very well on a standardized test when, in fact, he is a highly motivated and industrious student, able to take risks when it comes to creative problem-solving, able to work cooperatively with other students, able to deal with information from a number of sources simultaneously, able to assimilate information and to repre-sent it in unique new ways, and well developed in the habits of the heart and of the mind to be identified as an ideal student.
On the other hand, it is just as pos-sible for a student to score at the 99th percentile straight down the page, yet to have little interest in scholarship, to be uncertain of himself and there-fore unwilling to risk being wrong, to be a distraction to himself and his classmates—in short, to be “at risk,” yet by the most objective measure to appear as if all is well.
And most significantly, from our perspective, standardized tests fail to measure that which is most impor-tant. Though they attempt to mea-sure learning—at a mostly factual level—they do not measure character
by John Long, Head of School
development, and that is in reality our bottom line measure of success.
So why do we test? Because it is mandated that we do so by the state of Texas; because other schools ex-pect us to send test results when our students apply to them for admission; and because we assume that you par-ents want this one seemingly objec-tive measure of your child’s learning. Herein lies another rub.
Some parents are intensely inter-ested in the test results. They assign the results far greater validity and accuracy than even the testmakers claim. Parents sometimes ascribe sig-nificance to one-point changes from year to year. The tests are not nearly
that accurate; I would suggest that a change of fewer than ten points is not significant.
Grade equivalence is an interesting measure that is often misinterpreted. If, for example, a 5th grader’s score is a 12th-grade equivalent, it means that the average 12th grader, taking the 5th-grade test, would have scored at the same level as the 5th grader in question. It does not mean that the 5th grader taking the test is doing the equivalent of 12th-grade work. The grade-equivalence score is most help-ful in estimating how much progress a student has made since testing the previous year: if the score in math computation has gone from 9.8 to ll.2
(continued on page �)
7.0
7.0 7.0
7.0 7.0 7.0
8.0
7.0
7.0
7.0 7.0
7.0
7.0
8.0 8.0
7.0
7.0
7.0
7.0
7.0
7.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Stan
ines
Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Mean Stanines for Reading, Math, and Total Battery 2007
Total ReadingTotal MathTotal Battery
4.6
3.8 4.0
5.6
5.4
5.3
8.4
6.5
8.0 8.
5 8.9
10.5
10.4
10.3
11.8
10.8
9.7
12.3
10.8 11
.0
12.7
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
Gra
de E
quiv
alen
ce
Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Mean Grade Equivalent Scores for Reading, Math, and Total Battery 2007
Total Reading
Total Math
Total Battery
THE POST OAK NEWS Friday, May 18, 2007 PAGE 5
The Post Oak School Opera 2008 presents:
Harlequinan Italian
Renaissance story about Carnival
an opera written and directed
by Sanford & Judy Jones
Opera Week: Mon–Fri, April 7–11, 2008
Performance: Friday evening, April 11, 2008
Episcopal High School auditorium
Calendar QuestionsWe will start school later next August. Post Oak, along with other private schools, has chosen to modify its calendar in response to a mandate passed by the Texas Legislature. As of 2007, the first day of instruction in Texas public schools cannot be earlier than the fourth Monday in August. While this mandate has no authority over private schools, many are volun-tarily shifting their start dates.
What does this mean for Post Oak? The first day of classes for our Upper School students will be Tuesday, August 21, one week later than in 2006. HISD’s first day will be Monday, August 27. Other HAIS (Houston Association of Independent Schools) schools we surveyed are starting on August 21 or 22.
The last day of school for Post Oak will be after Memorial Day, on Friday, May 30, 2008. In other words, we are starting one week later in August and finishing one week later in May. This will allow us to main-tain a calendar that is structurally comparable to what we have been doing for the past decade, though it has been shifted by one week.
On the other hand, HISD appears to be compressing its calendar and cut-ting some vacation periods short in order to maintain the same number of school days.
And you may be interested to know that Post Oak Upper School stu-dents attend school for 171 days, the same number as HISD students and more than most other HAIS schools. For more details, see the outline of 2007–8 on the following two pages.
by John Long, Head of School
Testing: Is There a Correct Answer? by John Long, Head of School continued from page �
from one year to the next, presum-ably the student has made 1.4 years’ progress in math computation in that time. Be aware that grade equiva-lences cannot be compared from one subtest to another; that is, if a student scores 3.3 in math and 4.5 in spelling, you cannot conclude on that basis alone that he is better in spelling than math.
Please do not share test scores with your child, not even in general terms (“You did super on the math tests; I wonder what happened on the read-ing comprehension?”) Children are almost certain to misinterpret such information, and it is a very impor-tant part of the Montessori classroom culture that children not be encour-aged to compare themselves to other children, either favorably or unfavor-ably. If the child does not ask about the test results, please do not mention them. If your child asks, we recom-mend an answer such as “You did OK. The tests are mostly for practice: it’s the work you do in the classroom that tells you how you’re doing.”
Success? We’re in an awkward and uncomfortable position. We use standardized tests because we must. We don’t like them because we don’t think they fit us very well. They don’t correspond very well to our curricu-lum, they don’t test the level of think-ing we believe is most important, and they certainly don’t test the devel-opment of the whole person. We’re not convinced they even measure what they purport to. And we know they do not measure as accurately as the numerical results suggest. At the same time, our students as a group perform at a very high level. Shouldn’t we be pleased? Shouldn’t we hold this up as a measure of our success?
So is it choice a, b, c, or d?
THE POST OAK NEWS Friday, May 18, 2007 PAGE 6
Sun. Monday TueSday WedneSday ThurSday Friday SaT.Aug. 19 20 21 22 23 24 Aug.
25
Aug. 26 27 28 29 30 31 Sep. 1
Sep. 2 3 4 5 6 7 Sep. 8
Sep. 9 10 11 12 13 14 Sep. 15
Sep. 16 17 18 19 20 21 Sep. 22
Sep. 23 24 25 26 27 28 Sep. 29
Sep. 30 Oct. 1 2 3 4 5 Oct. 6
Oct. 7 8 9 10 11 12 Oct. 13
Oct. 14 15 16 17 18 19 Oct. 20
Oct. 21 22 23 24 25 26 Oct. 27
Oct. 28 29 30 31 Nov. 1 2 Nov. 3
Nov. 4 5 6 7 8 9 Nov. 10
Nov. 11 12 13 14 15 16 Nov. 17
Nov. 18 19 20 21 22 23 Nov. 24
Nov. 25 26 27 28 29 30 Dec. 1
Dec. 2 3 4 5 6 7 Dec. 8
Dec. 9 10 11 12 13 14 Dec. 15
Dec. 16 17 18 19 20 21 Dec. 22
Dec. 23 24 25 26 27 28 Dec. 29
Dec. 30 31 2008 Jan. 1 2 3 4 Jan. 5
2007–2008 academic year, in brief
Orientation & beginning of classes for Elementary & Middle School
Orientation & beginning of classes for Infant Community and Primary
Labor Day
Thanksgiving Break
Winter Holidays
Grandparents Days
ASEP I begins
POPA Dinner Teacher in-service
Field Day
Montessori Journey
Faculty / staff retreatEl. Parent-Child Night
Book Fair
ASEP I ends Regular dismissal
MS in session
= School closed: no children attend = No classes: only expanded-year contracts
Not all events are included, and some dates may change: for the latest information, consult the school’s web page.
THE POST OAK NEWS Friday, May 18, 2007 PAGE 7
Sun. Monday TueSday WedneSday ThurSday Friday SaT.Jan. 6 7 8 9 10 11 Jan. 12
Jan. 13 14 15 16 17 18 Jan. 19
Jan. 20 21 22 23 24 25 Jan. 26
Jan. 27 28 29 30 31 Feb. 1 Feb. 2
Feb. 3 4 5 6 7 8 Feb. 9
Feb. 10 11 12 13 14 15 Feb. 16
Feb. 17 18 19 20 21 22 Feb. 23
Feb. 24 25 26 27 28 29 Mar. 1
Mar. 2 3 4 5 6 7 Mar. 8
Mar. 9 10 11 12 13 14 Mar. 15
Mar. 16 17 18 19 20 21 Mar. 22
Mar. 23 24 25 26 27 28 Mar. 29
Mar. 30 31 Apr. 1 2 3 4 Apr. 5
Apr. 6 7 8 9 10 11 Apr. 12
Apr. 13 14 15 16 17 18 Apr. 19
Apr. 20 21 22 23 24 25 Apr. 26
Apr. 27 28 29 30 May 1 2 May 3
May 4 5 6 7 8 9 May 10
May 11 12 13 14 15 16 May 17
May 18 19 20 21 22 23 May 24
May 25 26 27 28 29 30 May 31
Opera: Harlequin
MLK, Jr. Day
Presidents Day
Teacher in-service
Teacher in-service
Spring Break
Spring Break
Noon dismissal
= POPA Coffee / Work Day = Conference day (Middle School may differ)
ASEP II begins
El. Bluebonnet Evening
Pr. Parent-Child Night
MS in session
MS in session
Memorial Day
= Individual pictures taken
Pr. & El. Interview DayPr. Interview Day (no Primary classes)
= Vision & hearing screenings
= standardized tests given (El. & MS)
= Opera Week, final rehearsalsm
m m m m
Alumni Night
Graduation
THE POST OAK NEWS Friday, May 18, 2007 PAGE 8
SPOTLIGHT onPOST OAK GRADSSPOTLIGHT onPOST OAK GRADS
(soon-to-be)(soon-to-be)^̂
The graduating eighth-grade students applied to a variety of independent and public schools this year. Students were accepted to the following schools:
Alexander Smith Academy
Bellaire High School
Carnegie Vanguard High School
Emery Weiner High School
Episcopal High School
The High School for the Performing and Visual Arts
The Kinkaid School
Memorial High School
St. John’s School
Woodlands High School
Woods High School
Where have these graduating eighth graders chosen to attend high school?
Graeme Crawford . . . . . . . . . . . . HSPVA
Ian Fedke . . . . . . . . . . . . . . . . Woodlands High School
Richard Fromm . . . . . Carnegie Vanguard High School
Casey Goff . . . . . . . . . . . . . . . .Episcopal High School
Neva Gohel . . . . . . . . . . . . . . . .Episcopal High School
Tamara Ledon . . . . . . . . . . . . . .Memorial High School
Joseph Martinez . . . . . . St. John’s School
Kaylin Martinez . . . . . . Alexander Smith Academy
Jim Sallans . . . . . . . . . . . . . . . .Episcopal High School
Aaron Wernick . . . . . . . . . . . . . . Bellaire High School
After great delibera-tion, I have decided to attend HSPVA in its visual arts department, even though Woods High School and Carnegie Vanguard were strong con-tenders. Throughout my time at Post Oak, I have learned how to excel at anything I feel will help me succeed in my professional life. Post Oak has helped me prepare for high school noticeably better than by myself. At HSPVA, I plan to be part of the debate team and continue my passion for digital art.
As always, Graeme Crawford
The Post Oak School has been a safe and nurturing environment; I thought it was impor-tant to look for a high school with the same
characteristics. Not every school can be Post Oak Montessori, but the same mentality is what’s important.
The biggest change about The Woodlands High School will be the large population; when you’re at Post Oak everybody knows your name, regardless of what grade you are in. I realize that in a large school it’s easy to be just a number, but, putting that fear aside, I know that Post Oak has prepared me well for any task at my new school.
Sports is an important part of the high school life: that’s why I plan on trying out for the basketball team and track team, I plan on trying new
sports that interest me when I get there and basically play it by ear.
Academically, I feel that the Montessori Method has been suc-cessful for my education. I would also like to give thanks to all of the teachers that have put up with me for the past four years.
Ian Fedke
I am ecstatic, eager, and enthusiastic about going to Carnegie Vanguard High School. I am excited about go-ing somewhere totally
different, without anyone from Post Oak with me. I will be immersed in a new environment, high school.
I plan to push for boys’ volleyball at CVHS, while I play some pick-up games at lunch. CVHS has one of the premier sand-volleyball courts of HISD. I also plan to join the puzzle club, which was started this year by a friend of mine, Timothy Vaughn, who is already at CVHS.
I plan to take several pre-Advanced-Placement courses, including: Geometry, English I, World Geography, and Biology. I will also take Spanish I (or Spanish II pre-AP) and Theater Arts. I will attempt to make it on to student council, and I might even try to be class president!
Rick Fromm
I am extremely ex-cited to be attending Episcopal High School next year, and the years to come. I hope to play tennis in the spring and volleyball in the fall. I’m looking forward to all the fun experiences to come in high school. I am also look-
THE POST OAK NEWS Friday, May 18, 2007 PAGE 9
ing forward to meeting new people and being in a bigger environment. I had a great experience here at Post Oak and will miss everyone a bunch. I will try to visit as much as I can.
Casey Goff
I am so excited about attending Episcopal High School next year. Episcopal is a great school and I feel lucky to have been accepted.
For sports and extracurricular activi-ties, I look forward to playing tennis, field hockey, and maybe basketball. I am also planning on taking part in the EHS art and theatrical programs.
I am very excited about making new friends and going into a new environ-ment. I have been in a Montessori school all my life, and Post Oak has prepared me well for high school. I will definitely miss all of my friends and the whole Post Oak community.
I will never forget Post Oak and I’m sure I will always visit!
Neva Gohel
I have not decided where I will attend high school. I might go back to Mexico, or I might go to Memorial High School.
I plan on playing soccer and volley-ball. I am excited because I know I will make some new good friends. I plan on having the best four years of my life. I will miss my friends from Post Oak, but, since my sister is join-ing Post Oak next year, I know I will keep in touch.
Tamara Ledon
In less than a month’s time, I will move on to St. John’s School. I am no stranger to change, but still, never before has a transition
in my life held such monumental importance. There were many nerve-wracking hours when I struggled with the decision of where to go in order to best further my academic ca-reer. So after weighing all the factors, I believe I have made the right choice.
St. John’s is rigorous, yet supportive; serious, yet good-natured. It will be a challenge, but I know I will be able to cope. At St. John’s I will be taking many interesting classes like Geometry Honors, Biology Honors, and Latin. I will also try out for cross country, swimming, and maybe la-crosse. I also hope to join the school newspaper as a staff writer.
I find myself feeling a slight tinge of sadness at the thought of graduat-ing from Post Oak after such a brief stint as a student here. However, I am proud of the experiences I have gained at Post Oak, and I know I will be prepared for whatever lies ahead in high school.
Joe Martinez
I’ve been in Post Oak my whole life, and now my last year is coming to an end. I am going to high school at Alexander Smith Academy, so I can accomplish my dreams as an equestrian. My new school will allow me to go on circuit to accomplish my goals.
I would like to thank Post Oak for all its hard work on preparing me for my new journey.
Kaylin Martinez
After a stressful year of applications and inter-views, I have decided to attend Episcopal High School. During this hectic last year at Post Oak, I have learned many things including multitasking and patience.
Episcopal appears to be a perfect match for my academic and athletic needs. I hope to attend Geometry Honors, Spanish 2, and IPC Honors. The athletics that I hope to play are football (in the fall) and baseball (in the spring); for winter I haven’t de-cided between soccer and basketball.
Episcopal, as a religious school, al-lows me to practice my faith while having an education. Since Episcopal has numerous clubs and committees, I have not decided on any to join yet. Well, I know the experience and knowledge that I acquired at Post Oak will help me at Episcopal.
Jim Sallans
My time at Post Oak is coming to a close, but my life is just beginning. I’m not sure where I’ll go for high school yet, but wherev-er I may end up, I will do my best to enjoy and learn to my fullest extent.
Wherever I go, I plan on taking Spanish AP and Geometry AP. For sports, I will definitely do track to use my speed and because I love run-ning and feeling the wind in my hair. I will also probably play soccer.
As for clubs, I plan on getting in the chess club for a fun pasttime. I will never forget my 11 wonderful years and all my excellent teachers at Post Oak, and I will try to visit frequently and update you on how my high-school experience is going.
Aaron Wernick
THE POST OAK NEWS Friday, May 18, 2007 PAGE 10
Sixth Graders Remember Williamsburgcompiled by Errol Pinto and Keri
Rebuffini, Upper El. teachers
We walked the path to the past, back to the years before the American Revolution, in Williamsburg, Virginia.
Our journey began with, “From now on there are no TVs, computers, or radios…” (shocking!), followed by: “You now ac-cept segregation as a part of your life… Most of your news is at least a month old… From now on you know people who own people… From now on almost all the food you eat comes from a mile away… You are now part of the British Empire; welcome to 1774.” After a long walk back in time, we arrived in the living museum, Colonial Williamsburg. Without a doubt, everyone had a fun-filled, action-packed, fantastic time. Here are a few of the thoughts, ideas, and favorites of the sixth-year Upper Elementary students.
Sarah Huffstutler:
“In Williamsburg we saw the silver-smith, the church, the governor’s pal-ace, and much more. In Jamestown we got to go on a really cool ship. In Yorktown some people got to be a part of a cannon firing. It was the best school trip I’ve ever been on! I highly recommend this trip for fifth-year students…next year!”
Joshua Brenner:
“When we arrived, we were allowed to split into groups, so long as we mingled with the other class. At the apothecary’s, it was very interesting to hear about all of the crazy medi-cine they would use, and even more interesting that they worked.
“We also visited the Jamestown Colony, saw a Powhatan village, and learned a lot about boats. Finally (one of my favorite parts), we heard speeches by George Washington and Patrick Henry. I thought it was fascinating to hear what their politi-cal leaders would have thought about. I really enjoyed Williamsburg and hope I’ll get to visit there again.”
Ashley Loh:
“After two days in Colonial Williams-burg, we headed to Jamestown, Vir-ginia. We saw many hogans that the Indians lived in. These hogans were replicas but were in the original area. In the hogans were straw seats, and over the seats were soft raccoon, deer, bear, and fox fur. We saw a black-smith, who was making a hook out of iron. We also got to see a cannon get shot; it made a very loud sound.
“Aside from Jamestown, my other favorite place was Williamsburg. We went to the Kimball Theater to see a show called “The Crystal Concert,”
where a man played rare instruments made out of glass. They had a blown-glass violin, and a glass harmonica. He played many pieces on different instruments. This trip was very fun and educational.”
Carson Brink:
“In Williamsburg we saw the public gaol (say it like it sounds). The gaol consists of the jail-master’s house directly connected to the jail itself. At one point, this very gaol was filled with fourteen of Blackbeard’s crew, who were considered some of the most notorious, infamous pirates of the Caribbean. The four jails were nicer than was expected of colonial jails, with a necessary (if you know what I mean), a window with tight bars, and a slot to push food in.
“The governor’s palace was a build-ing made to impress people and drill into their minds the power and riches of England. The entrance room alone had marble floors, cedar walls, and hundreds, maybe thousands, of swords and guns hanging on the walls in intricate formation and in peak condition. Many people would not go further; only the wealthiest two percent could. Most people and families had houses half the size of the entrance room; this house had two stories. The palace also had a tulip garden and a hedge maze.”
THE POST OAK NEWS Friday, May 18, 2007 PAGE 11
Hailey Heck:
“Every site in Williamsburg was ‘eye catching.’ Everyone except for some tourists would dress up in clothes of the eighteenth century: bonnet, long dress, etc. There were horse-pulled carriages, lots of places to see, good food, and nice performances at night.
“My favorite place was the saddle-maker. He showed us different types of saddles such as English, Western, and a lady’s sidesaddle. It was inter-esting to see the sidesaddle, mainly because I had never seen one before.
“My second favorite was the Gov-ernor’s Palace. The main room had weapons on every single wall and gorgeous marble floors. If I had lived in the 18th century, I would have wanted to be the governor.
“I also loved the local environment of Williamsburg. We were surrounded by forests, flowers, water; and there were just a couple of roads. It was
even gorgeous at the airport! All in all, I think everyone had a great flight and really enjoyed the trip.”
Gaby Posada:
“Williamsburg has many little shops and small businesses where you could go and see how the colonial people would do things. Every night we went to a different show. If you ever go to Williamsburg, Virginia, I recommend that you take a lot of water and comfortable shoes.”
Natalie Wade:
“We had an awesome time, and it was very educational. My favorite show was ‘Cry Witch.’ It was a re-enact-ment of an 18th-century trial. We got to participate in the trial and vote on whether or not we thought that she was guilty. We found her guilty!
“The trip itself was so much fun! Being with your friends on a trip is something that you’ll never forget, throughout your whole life. I hope
that the sixth graders of next year have just as much fun as we did.”
Christina Fondren:
“Colonial Williamsburg was really in-teresting; you got to see it instead of visualize it from books. They dressed completely differently than we do now. It was considered bad manners to show your ankles or elbows, which I think was very strange.
“On Wednesday we went back to Colonial Williamsburg and saw a George Washington impersonation and got to ask him questions and meet him. That day we also got to have lunch by ourselves, which was really fun.
“On Thursday morning we went to Jamestown, and in the afternoon we went to Yorktown. They showed us what kind of food they made and what different jobs everyone had to do. The way they measured water was cool.
“On Friday it was time to leave and everyone was really sad. Everyone had a great time; we were excited to be home but also sad to leave.”
Year after year, our annual trip to Colonial Williamsburg proves to be one of the most memorable events for all those involved. We hope next year also brings to the students a hearty amount of education, disguised as a lot of fun!
THE POST OAK NEWS Friday, May 18, 2007 PAGE 12
The child set to work with determina-tion and picked up all the little pieces of broken glass, laying them aside in a heap. Next, she went to the closet for a cloth and soaked up the milk. While she was rubbing the wet spot dry, to my great pleasure she exam-ined the rug closely to find that there were other spots besides the one which she had made. To these, also, she applied the cloth, giving them all a most vigorous scrubbing.
Progress in error
This done, in the most unconcerned and matter-of-fact way, she carried the glasses to the table, put away the
tray, and replaced the empty glasses in the cupboard. The little heap of broken pieces was next removed. Finally her attention was called to other glasses which had been care-lessly left about the room, and, once started in her zealous mission of order, she was not satisfied until they had all been put in their proper places.
Thus, through a simple error, the little girl learned not only the valu-able lesson of order, but was on the way to unlimited development of initiative. Consider how many mental steps, how many original actions, re-sulted from the necessity of self-help. Had this little girl been reproached and the accident righted for her, these all would have been lost. Or if she
© Will Richardson, from his site at http://www.weblogg-ed.com. Reproduced with permission.
Error and Initiative by Dr. Maria Montessori, educator continued from page 1
had been merely reproached and had been told what to do, she would have obeyed only after listless fashion.
Another feature of this episode of the broken glass must also be noted. The child was given an article which held the principle of auto-correction: she was given glass instead of tin or an unbreakable metal. The emergency, with its attendant development of initiative, could never have occurred had the little girl carried a tin cup especially manufactured for children. One of the greatest fallacies mistaken for economy is the depreciation of human rights and the over-valuation of property rights as manifested in these “specially adapted” articles of household necessity.
Initiative and the Internet by Will Richardson, education blogger continued from page 1
And sometimes I look at it and won-der if what it really represents is not so much what my kids know as what they have become: a couple of highly dependent learners, enabled by their teachers and their school to produce a constant stream of, of… of what? Knowledge? Learning? Busy work?
I was reminded of this by David Warlick’s post about the need for stu-dents to become more self-directed, to take charge of more of their own learning in a world where there is so much more to learn. I know this isn’t anything new; we should have been teaching kids that all along. But the fact is that what we’ve taught them is that the teacher sets the agenda, defines the method, assesses the out-come, and controls the whole process. And as David suggests, it’s no wonder many teachers and adults in general seem to be waiting for someone, any-one, to teach them instead of taking the initiative to teach themselves; we are most all products of the system.
But I’ve been giving a great deal of thought to what my own children are going to need to be able to do when they get to where they have to support my wife and me in our old age, and I’m convinced that none of what they are learning now is go-ing to in any way ensure a pleasant retirement for us. They are not being empowered to learn, not being helped to become:
• Self-learners who are able to navi-gate the 10, 15, or however-many job changes people are predicting for them by the time they are 30;
• Self-selectors who must find and evaluate and finally choose their own teachers and collaborators as they build their own networks of learners;
• Self-editors who can look at a piece of information and assess it on a variety of levels, not simply believe it because someone else does;
• Self-organizers who can manage the slew of information coming at them by developing their own structures and strategies for making sense of it all;
• Self-reflectors who are not solely dependent on external evaluation to drive their decision-making and their evolution as learners and people;
• Self-publishers who understand the power and importance of sharing and connecting information and knowledge, and can do it effectively and ethically;
• Self-protectors who understand where the online dangers lie, can recognize them, and can act appropriately to stay away from harm.
Of course, all of this requires a cer-tain willingness to relinquish control, not just of the things we know but of the things we don’t know. In fact, that second part is even more important, I think.
The teachers in my kids’ school are good people, and I know I’m a tough parent. But the more I look at it, the more I’m convinced that my kids just are not being served by the constant passing of paper back and forth, by a curriculum that’s driven by stupid assessments that require answers that may no longer be accurate or relevant by the time my kids need to actually call them up later in life. It’s the exact opposite of what they need.
